robinson_begin_with_the_end_in_mind_lesson_plan

Start with the End in Mind: Lesson Plan Start with the End in Mind: Lesson Plan Kaylan Robinson OTL502-1 –Learning Theories and Models of Instruction Fall 17 Colorado State University – Global Campus Dr James D Brown September 10, 2010 Stage 1: Desired Results (20 Minutes) Begin with the End In Mind: Lesson Plan Content Standards: Rl 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text Unpacked Standards: (3 Minutes) Essential Questions: (10 Minutes) Color key: Nouns Verbs Adjectives How does the government help you and your family keep safe? Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (Teacher asks students to brainstorm and share aloud ideas of how the community helpers keep them safe After reading the text the first time, they will share connections/ knowledge they may have about community helpers.) To improve concentration, the teacher will give students time to think about what it is they are being asked to Teacher tells students their goal is: To find the key details of special (important) paragraphs in the text To find the main idea of the paragraphs whole text Connection- Students are given time to share connections they have with the text by thinking about the new bits of knowledge that the text provides Teacher will guide their thinking on the importance of community helpers Guiding questions: Curiosity- Guiding question allows for learning to be relevant to the students’ personal interests/experiences with community helpers How community helpers (Firefighters, Teachers, Police officers) help keep you safe? Processing Time (7 minutes) Begin with the End In Mind: Lesson Plan Students are given minutes to interact in a turn & talk activity The activity will help them to process & connect background knowledge to new ideas Students will have minutes to turn & talk after this question is displayed on the promethean board: Which community helper job would you be good at? Why? Teacher will now give students minutes to draw a picture of themselves doing a community helper job (Teacher can use the conversation with a peer or the students’ illustration as a quick check for understanding) Students will set their own personal learning by: (To be used after the pre-assessment- later in the lesson) Using the Key Details & Main Idea Rubric, students will be able to identify and record their next steps according to their personal performance level Additionally, the goal getter worksheet should be used as an opportunity for Coaching when students are given time to connect with both their peers and teacher on a variety of strategies/practices that will help them get to their goal Be sure to remind students that the goal getter worksheet reminds them of three different ways they can practice the skill Highlight that it is their choice which strategy they use to practice Progress will be Monitored by: (To be used after the pre-assessment- later in the lesson) The goal-getter worksheet will be used during “share squares” The worksheet will help students monitor their progress Begin with the End In Mind: Lesson Plan through concentration on specific skills they need to learn to master the standard This activity also provides them with differentiated next steps and a choice of strategies to reach their next step The goal getter worksheet can be stored in a page protector to be re-used as needed Since students will move on to their next steps/performance level at various times, it was important to make sure the goal getter worksheet can be specific to each student’s particular needs Keeping the goal getter worksheet in a page protector or laminated will help students understand that they are working to progress over time instead of a final grade Processing time: (5 Minutes) Students will engage in a quick check for understanding through explicit guidance from the teacher The teacher will display the “Police officer job application” and ask for help from the class to fill it out To tap into the students’ natural Curiosity, the teacher will explain to students that she/he grabbed the job application directly from a Denver police station To increase Coherence, the teacher will remind students that the application will ask about the key details of the job To increase students’ understanding of the Context, she will share that the police chief knows which applicants understand the Main Idea of the job if they understand the key details The application will be presented as follows: Denver Police Department- Police Officer Application District Full Name: _ DOB: _ Address: _ Phone number: Have you ever worked as a police officer before? (Circle one) YES NO Begin with the End In Mind: Lesson Plan Please answer the following questions: What does a police officer do? When might an officer pull a car over? Why would an officer give a ticket for someone not wearing a seatbelt? Begin with the End In Mind: Lesson Plan How Police Officers communicate with each other? Stage 2-Assessment Evidence Aligned to Content Standard (50 minutes) Pre-Assessment & Pre - Assessment Analysis: To collect data for a Coaching opportunity, the teacher will ask students to use the graphic organizer to identify the main Idea and key details of the text What Police Officers Do? Key Details: Key Detail: Key Detail: Key Detail: Main Idea: Begin with the End In Mind: Lesson Plan According to the assessment, 43% of students can independently identify at least key details, but they struggle to connect the key details to the main idea This means the teacher will need to ask guiding questions to help students think about the main idea of their text The guiding questions must be universal since students get to choose their text The teacher should have students help her create an anchor chart with these guiding questions The anchor chart will be a visual reminder to students while they practice finding the main idea, during share squares, and during whole-class shares Similarly, another anchor chart should be created as a reference for the students who are working to identify more key details This anchor chart should include the guiding questions needed to help find key details within any text Performance Tasks or Assignment Descriptions (30 minutes) : To ensure the skill is being taught with real world relevancy, encourage students to choose a text they have a connection with Explain that community helpers help us all in some way, but maybe they have a favorite Ask questions and allow students to share experiences to spark conversation and interest from the students (Curiosity; 10 minutes)  Do you want to become any of these helpers?  Have any of these helpers helped you or your family? Begin with the End In Mind: Lesson Plan  What you know about ? Students will choose a text:  What Police Officers Do?  What Firefighters Do?  What Teachers Do? The teacher facilitate Share squares, another form of numbered heads together, as marked with tape on the carpet (Each square is color coded and has a number in the center for differentiation) Each student will work at their desk using their text, the graphic organizer, and their goal getter worksheet The teacher will set a timer for 15 minutes As students work on the skill at their desks, the teacher walks around and gives specific feedback to each student and assigns them a share square Teacher should be intentional about the share square she assigns to each student to ensure they will share at a square where they will get the most focused Concentration and feedback Once the timer rings, students know to find their share square Teacher will tell students which color shares first and give minute for sharing and minute for feedback Share squares will continue until every student in the square has shared Students will then return to their desks for another 15 minutes to use their goal-getter worksheet for guided practice The teacher can decide if it is most supportive for students to repeat share squares a second time, or close up the lesson through Coaching by allowing intentionally chosen students share progress on their next step with the class Rubric: Students will be able to use the rubric as a Coaching tool for a clear understanding of their next steps through repeated practice This rubric is visually stimulating, easy to understand, and fosters a growth mindset Each performance level tells what the student did well and also connects their strength to their next step Begin with the End In Mind: Lesson Plan IdeaMain lsDetaiKey Unsatisfactory  I worked with to find Key Details Partially Proficient  My next step is to:  Work independently to find a key detail  I worked with to find the main Idea  My next step is to:  Work independently to find the main idea   I found the key Details of 1-2 paragraphs My next step is to: Look at other paragraphs for more key details I found the key Details of 1-2 paragraphs My next step is to: Look at other paragraphs for more key details to begin thinking about the main idea Proficient  Advanced I found the key Details of paragraphs My next step is to:  Think about how these key details are alike  I found the key Details of paragraphs My next step is to:  Think about how these key details are alike to find the main idea I found the key Details of or more paragraphs   My next step is to: Think about how these key details are alike I found the key Details of or more paragraphs and connected them to find the main Idea   My next step is to: Find and cite text evidence that will support the main idea Self/Peer Assessment (10 minutes) : Formative Assessment ( 20 minutes) : Students can use this Coaching time to reflect on their current understanding and avoid misconceptions using peer feedback and the next steps provided at each performance level Also, the goal getter worksheet is a resource of strategies students can use to get to their specific next step The formative assessment can be given in the form of a graphic organizer to use on the text What Police officers do? Processing time: For a quick snapshot of students understanding and to Begin with the End In Mind: Lesson Plan 10 The students have a choice of which strategy they will try to get to their next step increase Context, they can play a “secret detail” game in which the teacher gives clues for them to find the secret detail “Help me find a secret detail in this text This secret detail tells us why a character did something This secret detail is in paragraph The secret detail also tells us how the character felt!” Students will work in groups to identify which key detail the teacher is giving and extend their learning by telling how that key detail connects to the main idea Stage 3- Learning Plan (20 Minutes) Learning Activities (20 minutes) : Students will have a choice of three texts to read Students will be given a graphic organizer, rubric, and goal getter worksheet Students must attempt to complete the graphic organizer before using the rubric to identify next steps Some students will need Coaching and will work with a more knowledgeable other to access the text (Which is identified as a performance level on the rubric) The teacher models using the graphic organizer with a text that all students have read The teacher should be intentional about modeling her thinking while filling out the graphic organizer; asking and answering questions as she completes the chart The teacher will then separate the group into three groups Each group will be given a rubric to help them “grade” the teachers work and identify her next steps Groups will share their thinking and performance level aloud so we can all explore the rubric and indicators of performance levels Begin with the End In Mind: Lesson Plan 11 Before facilitating Share squares, another form of numbered heads together, the teacher reminds students of the rules and procedures for gaining the floor in respectful ways Teacher models using share squares with students The teacher uses an anchor chart to record the process The anchor chart will serve as a visual reminder of feedback procedures and expectations Since the share squares color coded, the anchor chart will explain the role of each student depending on their color The anchor chart will specify which color goes first and in what order feedback will be shared The anchor chart will also provide sentence stems to help students organize their thoughts into respectful and specific feedback For example: You did a great job finding the key detail because you _ Your next step should be _ Stage 4- Feedback Strategies, Including Timeliness (15 Minutes) : 15 minute option: After modeling and reviewing procedures and rules, each student will engage in “share squares” for another opportunity to explore the indicators for their performance levels They will get to choose which feedback they wish to record on their goal-getter worksheet For a quick check for understanding, the teacher will call a random color of the share squares Students who are sitting on this square will share the feedback they got from their group and their next step Teacher can use the discussion as a Coaching opportunity and clear up any misconceptions students may have about the next step minute option: Teacher can present the game “secret detail” to gain a quick snapshot of the students understanding of Context Feedback can be quick and specific as the teacher walks around to check responses The teacher should identify trends to help intentionally plan the next lesson Begin with the End In Mind: Lesson Plan 12 References Wiggins, G., McTighe, J (ASCD, 2013) Essential Questions: Opening Doors to Student Understanding, Marshall Memo 481, A Weekly Round-up of Important Ideas and Research in K-12 Education, (2013) Wiggins G W (2007, Nov November 15) What is an Essential Question? Retrieved from http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53 Mueller, Jon, (2016) Authentic Assessment, retrieved from: http://www.jfmueller.faculty.noctrl,edu/toolbox/index.htm Center on Education Policy (2012) Student Motivation- An Overlooked Piece of School Reform Retrieved from: http://www.cep-dc.org/displayDocument.cfm?DocumentID=405 Begin with the End In Mind: Lesson Plan 13 Giani, M., & O’Guinn, C (n.d.) Building Relationships as a Foundation for Learning Retrieved from: jpc.standard.edu/doc/YiM_WAB_Building_Supportive_Relationships.doc Marzano’s Instructional Strategies for Effective Teaching and Learning, McREL Retrieved from: www.cloud.edu